First, seriously investigate and analyze the reasons, so as to suit the remedy to the case.
Through research, it is found that there are two main reasons for students' low computing ability:
(A) the external reasons for students' learning. Mainly manifested in: 1, the extensive use of calculators weakened the operational awareness and ability. With the continuous development and progress of computing technology, the use of calculators has been introduced into mathematics teaching, which makes tedious operations faster and more popular with students. But in the calculation, some students rely too much on calculators, blindly use calculators, simply and mechanically input data, without thinking about how to solve problems quickly and concisely. Therefore, the flexibility and rationality of students' operation and the cultivation of basic computing skills are ignored. Therefore, it is often found in exams or homework that students only have results and no problem-solving process. However, whether it is the usual requirement or the exam, the problem-solving process is required to be complete and standardized. It is precisely because of the lack of training in the use of calculators that students solve problems irregularly and incompletely, which leads to the loss of points in calculation. 2. Changes in learning methods and ways of thinking affect the improvement of computing ability. In the transition from primary school to junior high school, the thinking mode of mathematical calculation has made two leaps. First, establish the concept of rational number and introduce negative numbers; The second is to use "letters" as the main symbols to represent numbers. This is very different from the calculation of simple numbers in primary schools. It is this change in the way of thinking that makes it difficult for students to adapt, and has a "sense of hardship" for junior and senior high school mathematics, losing confidence in learning mathematics well and affecting the improvement and development of students' computing ability. 3. Teachers lack the awareness of cultivating students' computing level in computing teaching, blindly pursue mathematical problem-solving ability and instill problem-solving skills in students, while ignoring the improvement of students' computing ability. It is this kind of thinking about mathematical problems that leads to the low computing ability of students.
(B) students learn internal reasons. Mainly manifested in: 1, the problem of mathematics learning methods. Do not pay attention to the knowledge storage, induction, reflection and summary of mathematical thinking methods. When I see a calculation problem, I always feel very simple, which leads to contempt, blind calculation without thinking and analysis, and previous understanding of arithmetic, which leads to many loopholes, and the subconscious judgment of whether the calculation result is right or wrong has not yet emerged. 2. Lack of good calculation habits. Many students are lazy, unfocused, do not draft, and have no good habits of calculation and inspection, which leads to errors in the calculation results and makes the mathematical calculation ability not high. 3. Problems in the learning process. In the process of learning, students often think that calculation is too boring and unimportant, and the concept of (1) is often vague, the formula is inaccurate and the operation is wrong. (2) Lack of mathematical language, poor reading ability and inability to operate. (3) The conventional method of algebraic identity deformation is not skilled. (4) Lack of awareness of checking, reflecting and summarizing operational problems. (5) Inadvertent examination of questions, poor expressive ability and irregular writing. (6) Losing confidence in mathematical calculation learning, from "dislike" to "fear" and then to "fear" operation.
Second, ways to improve students' computing ability
(a) to understand the situation of students, teach students in accordance with their aptitude, and do a good job in leak detection.
If you want to improve students' computing ability, you will never do it overnight. As the saying goes, "Tall buildings rise from the ground". To improve students' computing ability, we must start with basic computing, that is to say, we must pay close attention to basic mathematics teaching from primary school. In teaching, I found that many students' math scores are very poor, and the reason is poor computing ability. There are many people who can't add, subtract, multiply and divide within the first grade of junior high school 100. How can we learn junior high school mathematics well with such calculation ability and mathematical foundation? This is probably the biggest headache for junior high school math teachers. What should I do? This requires our math teachers to seriously understand the students' learning situation, teach students in accordance with their aptitude, and do a good job of checking and filling gaps. How can I know what problems students have in calculation? First of all, pay attention to the problems existing in students' calculation in teaching, and then sum up and analyze them carefully, so as to give targeted guidance. For example, some students are not clear about the law of addition, subtraction, multiplication and division of elementary arithmetic, which leads to calculation errors, which should be compensated from the law of mixed operation; Some of them have inaccurate memories of multiplication, which leads to errors in multiplication and division, so let them memorize multiplication; There are still a few students who lack enough patience in calculation, are inattentive, or make mistakes carelessly. For these students, we should give some error-prone questions to train their patience and attention. Some students are partial to subjects, that is, poor in mathematics and good in other subjects. We should help them understand the importance of mathematics learning and give them key guidance in order to strive for all-round development. Some students are not interested in learning mathematics. In teaching, we should try our best to increase the interest of mathematics classroom, carry out interesting mathematics activities, let students participate in teaching, let them feel the pleasure of learning mathematics, feel the sense of success in activities, and gradually cultivate students' interest in learning mathematics.
(B) to cultivate confidence in computing, so that students dare to face computing.
It is necessary to guide students to start with some routine operations and constantly improve the accuracy and speed of operations. From the shallow to the deep, step by step, cultivate students' positive calculation attitude and willingness to dare to calculate, so that every student believes that "as long as the foundation is solid and the basic skills are skilled, they are not afraid of calculation." Establish confidence in overcoming difficulties and enjoy the fun of calculation. However, in teaching, we find that many students understand the calculation problems as soon as they listen, and they are wrong when they calculate. Some students know everything, but they are wrong when they give up halfway or think about it. In the long run, teachers lose patience with students and students lose confidence in calculation. In fact, it is not difficult to solve this problem, as long as we follow the principle of gradual progress from simple to difficult, strengthen the cultivation of conventional computing ability, and familiarize students with conventional computing methods through focused exercises. Encourage students to calculate to the last step of the calculation process, attach importance to the calculation process, dare to start work in the face of calculation, have confidence in starting calculation, be patient in the calculation process, and carefully check the calculation results. Help students get out of the shadow of fear of computing.
(c) Comprehensively strengthen operational training and improve computing skills.
It is impossible to learn mathematics without solving problems. Talking without practicing, talking more and practicing less or repeating exercises without focus and purpose will all affect the improvement of mathematical operation ability. When arranging calculation training, we should arrange the practice content scientifically and reasonably, so that students can master the thinking method from special to general, and gradually improve their calculation ability according to the level from easy to difficult by letting students master basic operations. Mathematical calculation in junior high school includes rational number operation, power sum root, and on this basis, solving equations, solving inequalities, application of multiplication formula, factorization, calculation of quadratic root and calculation of scores. In fact, some simple calculations are generally not easy for students to make mistakes, and most of them occur in comprehensive operations. Comprehensive operation itself is the difficulty of mathematical calculation. When using all kinds of operation methods comprehensively, knowledge is easy to be confused and students are easy to make mistakes. This requires teachers to grasp the key and difficult points of training in teaching, predict the possible situations of various students and take corresponding measures. Secondly, it is necessary to cultivate students' basic computing skills such as written calculation, oral calculation and mental calculation, and improve their computing ability step by step. Don't neglect the cultivation of students' basic skills just because they use calculators, especially in the operation teaching of rational numbers, we should strengthen the cultivation of operation skills to avoid students relying on calculators for calculation. Pay attention to hierarchical, purposeful and focused training, and avoid repeated drills of offshore tactics without focus. As long as students master the calculation method and practice it, they will improve their calculation skills.
(4) Cultivate good calculation habits and improve the calculation level.
Developing good computing habits is an effective way to improve students' computing ability. Students' mistakes in calculation are partly related to bad study habits. When calculating, I think it is necessary to cultivate students to develop the following good calculation habits:
1. Develop the serious calculation habit of "seeing, thinking and calculating".
A look: before doing the problem, read the problem completely, see every number and every operation symbol clearly, and have a preliminary perception. Two ideas: on the basis of seeing the topic clearly, understand the characteristics of the formula and the relationship between each operation, choose a reasonable method according to the specific situation, and determine the operation steps. Three calculations: after determining the operation steps and methods, carefully calculate.
2. Good at drafting. It is a common phenomenon that many students are unwilling to make a draft when calculating. Teachers assign homework, some do oral calculations, some write one or two formulas in books, tables or other places to calculate drafts; Some simply wait and see, waiting for other people's results, these are bad calculation habits. In calculation teaching, students should be required to find out special draft paper and make a good draft carefully so as to check the intermediate calculation process and the test after calculation.
3. The habit of careful inspection. A problem is initially worked out, but it cannot be worked out completely. Students will inevitably make mistakes of one kind or another in their calculations, which requires students to check carefully. For example, check whether the algorithm is reasonable, whether the numbers are wrong, whether the operation sequence is wrong, whether the data operation symbols are copied incorrectly, whether the negative sign is omitted, and so on. Some of them can also be tested and checked to see if the results are correct. For example, the fractional equation requires that the result is the solution of the original equation through the root test, and the application problem should also choose the result according to the actual situation.
Teaching practice shows that improving students' computing ability is a complex systematic project and a long-term task, which cannot be accomplished overnight. Middle school mathematics learning stage is a critical period, and its success or failure is related to the future development of students. Therefore, in the teaching of calculation, we should constantly think and explore, not just for the sake of calculation, but with the current new curriculum standards advocated by the actual life, emotional attitude and so on, and finally through persistent training, improve students' computing ability.